Developing Reading Materials Based on the Student’s Multiple Intelligence Types for Junior High School Students

Hanie Ika Setyowati, Sugirin Sugirin


Abstract: Students are unique with their characteristics and differences. In line with the current learning paradigm, learner-centered paradigm, teaching and learning process places greater emphasis on individuality. One of the differences is multiple intelligence types possessed by all individuals resulting in various ways of learning. Learning materials, one of the learning resources, ideally have to accommodate the students’ multiple intelligence types. However, the current learning materials contain neither sufficient reading texts nor tasks fostering their multiple intelligence types that happen in every classroom. Thus, this research intends to develop reading materials based on multiple intelligence to accommodate students’ intelligence. This research belongs to research and development of which steps are conducting a needs analysis, developing the product, getting an expert judgement, trying-out the materials and revising the product (Gall, Gall & Borg, 2007). In order to develop the appropriate reading materials that meet the students’ needs, a needs analysis was initially conducted. The needs analysis was conducted in five junior high schools in Magelang district including state and private schools. The data of the needs analysis were obtained by distributing questionnaires which were used as the consideration in developing the materials. Then, the materials developed were validated by material and learning experts before being tried out at SMP N 1 Windusari, Magelang to complete and to perfect the materials. From the data analysis, the average score of the appropriateness of the content, the language, the presentation and the design of the materials was 3.54 which was classified as “very good” and “appropriate” to be implemented. Furthermore, the result indicated that the materials also fulfilled the criteria of good materials, for instance, considering that students are different. Thus, teachers and educational stakeholders should develop learning materials catering to the students’ multiple intelligence types to accommodate their differences.

Key words: reading materials, differences, multiple intelligence


reading materials, differences, multiple intelligence

Full Text:



Abrab, M. (2016). Teaching English Problems: An analysis of EFL primary school teachers in Kuala Tangkal. The Proceedings of the 16th Indonesian Scholars International Convention, 94 – 101.

Alqatanani, A.K. (2017). Do multiple intelligence improve EFL students’ critical reading skills?. Arab World English Journal, 8(1), 309-321.

Alyousef, H.S. (2005). Teaching Reading Comprehension to EFL Learners. The Reading Matrix, 5 (2), 143- 154.

Armstong, T. (2009). Multiple Intelligence in the Classroom. Virginia: ASCD.

Brown, H.D. (2001). Teaching by Principles: An interactive approach to language pedagogy. New York: Longman Inc.

Derakhsan, A. & Faribi,M .(2015). Multiple intelligence: Language learning and teaching. International Journal of English Linguistics, 5(4), 63-72.

Duffy, G.G. (2009) Explaining Reading: A resource for reaching concepts, skills and strategies. New York: The Guilford Press.

Gall, M., Gall, J., & Borg, R. (2007). Educational Research: An introduction (8th ed). New York: Pearson Education.

Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6, 126 – 135.

Halley, M. H. (2004). Learner-Centered Instruction and the Theory of Multiple Intelligences with Second Language Learners. Teacher College Record, 106(1), 163-180.

Hamra, A. & Syatriana, E. (2010). Developing a Model of Teaching Reading Comprehension for EFL Students. TEFLIN Journal, 21 (1), 27 – 40.

Harmer, J. (2001). How to Teach English. Edinburgh: Pearson Education Limited.

Hedgecock, J.S. & Ferris, D.R. (2009) Teaching Readers of English: Students, texts and context. New York: Routledge.

Johnston, P.H & Winograd, P.N. (1985). Passive failure in reading. Journal of Reading Behavior, 17 (4), 279 – 301.

Kazemi, M., Hosseini, M. & Kohandani, M. (2013). Strategic reading instruction in EFL context. Theory and Practice in Language Studies, 3(12), 2333-2342.

McKenzie, W. (2005). Multiple Intelligences and Instructional Technology. Wahington: ISTE.

Mostafa, A.A. (2017). The Effect of Using Multiple Intelligences on Some Basic Reading Skill of First Graders At- Risk for Reading Disabilities. International Journal of Educational Psycho-Educational Science, 6 (3), 109 – 116.

Odwan, T.A. (2012). The Effect of the Directed Reading Thinking Activity through Cooperative Learning on English Secondary Stage Students’ Reading Comprehension in Jordan. International Journal of Humanities and Social Science, 2(16), 138 – 151.

Slavin, R.E & Cheung, A. (2005). A Synthesis of Research on Language Reading Instruction for English Language Learners. Review of Educational Research Summer, 75 (2), 247 – 284.

Songbatumis, A.M. (2017). Challenges in teaching English faced by English techers at MTsN Taliwang, Indonesia. Journal of Foreign Language Teaching & Learning, 2(2), 54 – 67.

Spirovska,E. (2013). Integrating Multiple Intelligences in Teaching English as a Foreign Language. South East European University Review, 9 (1), 1-12.

Sugirin. (2002). The Comprehension Strategies of Above Average English as a Foreign Language Readers. Dissertation, Deakin University.

Sugiyono. (2017). Metode Penelitian Pendidikan: Pendekatan kuantitatif, kualitatif fan R&D. Bandung: Alfabeta.

Suryanto. (2017). An investigation on English reading comprehension problems in Indonesial cultural contexts. The 1st International Conference on Education, Science, Art and Technology, 200-206.

Tomlinson, B. (1998). Materials development in language teaching. Cambridge: Cambridge University Press.

Tomlinson, B. (2013). Developing materials for language teaching. New York: Bloomsbury.

Wagiran. (2013). Metodologi Penelitian Pendidikan: Teori dan Implementasi. Yogyakarta: Deepublish.


Copyright (c) 2020 Celt: A Journal of Culture, English Language Teaching & Literature

| pISSN (print): 1412-3320 | eISSN (online): 2502-4914 | web
analytics View My Stats